Enhancing support for primary one: Current evidence - what do we know is working well?

Research consistently shows that early reading development is best supported through literacy-rich environments and intentional adult–child interactions. ‘Learning to read in the early years’ (Education Scotland, 2024a) outlines three key approaches to early reading development: literacy-rich environments, the development of reading skills, and fostering independent, engaged readers. Findings from the 2024/25 pilot of the resource demonstrated significant increases in learner and families’ engagement with reading. More learners independently selected and enjoyed a wide range of texts during play, with weekly reading for pleasure increasing across settings. Family participation in reading-focused activities also strengthened considerably. 

ES’s thematic inspection report on literacy and English (ES, 2026) highlights the shared responsibility of schools and settings, LAs, national bodies and SG to work collectively to drive improvement and to strengthen literacy. Recommendations included:

• planning clear and progressive literacy programmes
• learners being given genuine chances to shape their own learning
• promotion of a reading culture/reading for enjoyment and access to high-quality, diverse texts 
• strengthening of teaching including explicit listening and talking skills being taught, ensuring that secondary teachers take responsibility for literacy, and understand each learner's strengths and needs 
• strengthen teachers' skills in supporting learners who need additional support with literacy and language

Furthermore, the Education Endowment Foundation’s (EEF) Improving Literacy in Key Stage 1 guidance report (EEF, 2020) identifies systematic phonics alongside rich language experiences and play-based approaches as effective strategies, particularly for disadvantaged learners. The importance of high-quality interaction between key adults and learners is also stressed. For example, practitioners need to be skilled in knowing when to pose questions, extend thinking, model new vocabulary or talk ‘with’ the learners.

Scotland’s Early Years Speech, Language and Communication (SLC) Action Plan (Scottish Government, 2025) indicates that children in the most deprived areas are three times more likely to experience SLC concerns at 27–30 months, highlighting the importance of early language through staff training in responsive interactions and strong partnerships with speech and language therapy services. Research shows that high-quality, responsive parent–child interactions underpin SLC development and can mitigate the impact of socio-economic disadvantage. Parent coaching and responsive, child-led book sharing, where children choose the books and guide the reading, further strengthen early language outcomes. 

From a recent (unpublished) synthesis of AA evidence of effective strategies to improve literacy within primary, it was found that early literacy improves when structured, evidence-based approaches are used. LAs focusing on systematic phonics, progressive oral language development, consistent high-quality literacy rich environments, early baseline assessment and well-planned, structured writing approaches are seeing the strongest gains.  

Further AA analysis of local approaches found almost all LAs identify literacy, particularly early reading, writing and oral language, as a central improvement priority. Typical approaches include:

• structured reading/writing frameworks and authority-wide literacy strategies
• speech and language therapy and educational psychology-led interventions targeting vocabulary gaps, speech, language and communication delays
• writing pilot programmes, which are already demonstrating promising impact
• expanding reading-for-pleasure initiatives involving families and communities

From this analysis, improving literacy is viewed as the most critical lever for mitigating poverty-related gaps and building positive long-term attainment trajectories.

A strong example of LA improvement work is the South Ayrshire Reads strategy. It is resourced through Strategic Equity Funding (SEF) to target schools with high levels of deprivation, offering bespoke support including team-teaching, lesson modelling, and parent/carer workshops. As a result, overall literacy attainment for primary one has risen by three percentage points between 2023/24 and 2024/25. Primary one reading attainment increased by four percentage points over the same period.

Another example of impactful development in early literacy is South Lanarkshire’s Early Language Intervention (NELI). The expansion of the NELI programme has proven to be one of the most significant drivers of improved primary one literacy outcomes for the authority.

Dumfries and Galloway’s Excellence and Equity Literacy group has worked with colleagues in speech and language therapy on a face-to-face ‘pre-talking, listening, questioning’ (pre-TLQ), and ‘talking, listening, questioning’ (TLQ) training across the authority. The impact of the pre-TLQ on learners has been noted through improvements in turn taking, eye contact, attention and listening. The impact of the TLQ training on learners has seen improvements in information finding and grammar skills. This has supported learners well as they transition into primary one.  

Effective partnerships with services such as speech and language therapy and other family/community teams were also highlighted by AAs in their review as improving early communication, wellbeing and engagement.

Recent thematic inspection reports on numeracy (HMIE, 2019) and mathematics (Education Scotland, 2024b) indicate that effective early numeracy learning should be active, play-based, contextualised and conceptually numeracy rich. It should also be underpinned by skilled interaction, assessment, strong relationships, appropriate challenge, differentiation and the effective use of digital tools.  

Similarly, the EEF (2020) promotes conceptual understanding over rote learning, the use of concrete materials, play-based approaches, effective progression and assessment, and the explicit development of mathematical language. When applied consistently, these principles build confidence, enjoyment and secure numeracy foundations that support long-term attainment and equity.

AAs recently undertook a review and synthesis of effective numeracy strategies within primary one across 17 LAs. It was noted that numeracy strengthens when teaching is developmental and systematic. ‘Concrete, Pictorial, Abstract’ (CPA) based pedagogy, clear progression pathways, early number sense routines, and moderation across clusters were reported as leading to improved conceptual understanding and more consistent practice across LAs.  

Evidence from LAs in the most recent tri-annual reports on the SAC also supported these effective approaches, pointing to high-quality numeracy professional learning, targeted small-group interventions and number-knowledge programmes, and strengthened progression pathways that support teacher judgement.

Play pedagogy

‘Realising the Ambition’ (Education Scotland, 2020) highlights the importance of high-quality, developmentally appropriate pedagogy across the early level. It also emphasises the need for consistency and continuity in children’s experiences as they move from ELC into primary one and beyond. Central to the guidance is a focus on play-based, child-centred approaches that nurture wellbeing, relationships, and deep learning. Play is highly influential in the development of children’s development, wellbeing and skills. There is also some evidence that play can mitigate against some of the impacts of poverty by reducing stress and building critical social-emotional skills. 

AAs highlighted play pedagogy as an effective approach being implemented across 12 LAs, from a sample of 20 in total. It was reported that where play pedagogy was high-quality, it had enhanced engagement and transitions from ELC into primary one. The sample also indicated that aligned pedagogical approaches, joint planning, shared data systems, and joint professional learning between ELC and primary one, led to accelerated progress for learners. 

Evidence from LAs in the most recent tri-annual reports on the SAC also demonstrated a system-wide shift toward play-based, child-centred pedagogy. The majority of LAs report embedding play pedagogy as the foundation of early level practice. The key features of this enhanced support include; dedicated play pedagogy leads, networks and professional learning, the expansion of play-based approaches into primary two and improved learner engagement and independence. This reflects a national realignment towards developmentally appropriate pedagogy in early primary, better transitions, and more responsive pedagogy.

Culturally responsive pedagogy

International research into culturally-responsive play highlights that when early learning practitioners incorporate children’s home cultures – languages, traditions and stories – there is a measurable improvement in engagement and active learning (Moore, 2019). These factors are strong indicators of increased attainment in numeracy and literacy. In this report, active parental engagement and family participation in children’s learning have been identified as key factors in improving literacy and numeracy outcomes. Culturally responsive pedagogy supports the inclusion of parents and families in such approaches.

Equity 

The SAC continues to play a vital role in schools in ensuring the youngest learners receive the right support at the earliest stages of their primary education. Across authorities, the effective use of Pupil Equity funding (PEF) and SEF to target primary one learners in quintile one is helping schools identify poverty-related barriers. When approaches are grounded in effective use of data and aligned with whole school equity priorities, a strong foundation can be built upon and strengthen support to children and families who face the greatest challenge.

AAs reviewed effective equity-focused strategies across a sample of 17 LAs. The most effective support for learners emerges where equity work is data driven and well embedded. The effective use of PEF and SEF funding particularly supports learners in quintile one, and together with strong parental engagement this leads to early poverty-related attainment gaps narrowing more quickly. 

There is a strong equity lens across all LA SAC tri-annual reports. These are characterised by evidence of; targeted, additional staffing in areas of high-deprivation, strengthened PEF governance and evidence-based use of funds, trauma-informed practice, nurturing approaches, and ‘Cost of the School Day’ understanding embedded into policy and professional learning and practice. The reports indicate that authorities are becoming more sophisticated in deploying resources to address poverty-related barriers earlier and with greater precision. 

The City of Edinburgh has an emphasis on joined up working across children’s services, schools and communities to support families facing poverty or additional needs. This also includes prevention strategies, early identification and early intervention which are having a positive impact on this cohort of learners. 

As part of the ‘Equity Team’ work in West Lothian, there are eight targeted schools and 25 universal schools which are offered a variety of bespoke support, including primary one (quintile one) support surgeries with class teachers, with a focus on literacy and numeracy. They support schools to focus on closing poverty-related attainment gaps.

Transitions

Realising the Ambition (Education Scotland, 2020) stresses that well‑planned, high-quality child-centred transitions are crucial to help children feel secure and ready for the next stage. It recommends that staff across ELC and primary work together at transition points to ensure continuity in children’s learning and development, with shared understanding of their progress and needs. The guidance highlights that strong relationships, effective communication with families, and joined‑up working between ELC and primary staff all support continuity in children’s development and lead to better outcomes.

Parental engagement

Research consistently shows that parental engagement in children’s learning is a crucial factor in supporting early learning and long‑term educational outcomes. Strong relationships between parents and educators build trust and create the conditions for meaningful involvement in learning. When parents actively engage with teaching and learning, both at home and in partnership with schools, children show higher levels of academic success, wellbeing and confidence.

Evidence from research and literature reviews suggest that parents’ everyday interactions with their children are directly linked to improved development, regardless of socio‑economic background (DBIS, 2012; OECD, 2020). It further suggests that the most effective way to help learners from low-income families to achieve their ambitions is to focus on family learning, by engaging parents in their children's learning, in their own learning, and providing a range of support for learners. Interventions that help parent/carers feel more confident in supporting children's learning produce better outcomes, as do those that help parents better understand how the education system works and how they can work with teachers and schools to help their children reach their full potential (EU/Carpentieri, 2012).

Edinburgh City Council worked with Scottish Book Trust and Moray House School of Education and Sport to develop short videos to support children’s learning at home through the ‘Read, Write, Count’ initiative. The funding supported the ‘Read, Write, Count Group’ to address inequalities by engaging with families who may find it difficult to engage. It specifically targeted families learning English as a second or other language, fathers, families with children with care experience, and other families identified as likely to benefit from a focussed interaction. The research found that parental engagement in their child’s learning is a key factor to ensuring successful attainment and lifelong learning outcomes.

From a recent synthesis of SAC tri-annual reports, most authorities highlight significant work to strengthen family involvement, including family learning programmes targeting early readiness and parental confidence, as well as reading and numeracy programmes linked with home learning routines. 

Overall, parental engagement and family learning have significant positive effects on early attainment, attendance, health and wellbeing. Empowering parents to participate in their child’s and their own learning is central to raising attainment and reducing the poverty‑related attainment gap from the earliest stages of education.

Relationships

Relationships are foundational to learning, especially in the early level which influences outcomes in primary one. Research from Scotland and beyond (including OECD, 2021; Centre for Research on Families and Relationships, 2015; Cliffe & Solvason, 2023; and Pearse & Boylan, 2025) consistently highlights the importance of relationships and relational pedagogy in improving children’s wellbeing and learning. This has been especially significant in the context of Covid-19 when rebuilding connections often tends to be undervalued in policy and practice. OECD (2020) analysis identifies the quality of relationships and interactions as being more influential on children’s learning and wellbeing than the organisational features of an early level setting.